小學生對於成語意象設計之認知探究

A Research of Pupils' Cognition on Chinese-idiom-imaged Visual Design

在設計傾向全球化之際，為求在地化表現，成語常成為凸顯東方美學底蘊的設計元素。然而，所有的設計產品 皆需要欣賞者，成語在被納為編碼元素時，若沒有好的解碼者能體會其意，該設計便會失去價值。就設計教育而言， 成功教育出欣賞者，才是文化創意廣泛播種與向下紮根之道。因此本研究欲探悉，學童經由成語意象的編、解碼教 學，是否即有能力自我編碼，又是否能提高對設計的解碼能力。本研究採準實驗法進行，以國小五年級學童為研究 對象，並以實驗組三個班級進行教學試驗，續以半結構式訪談及問卷調查進行資料蒐集。研究結果得知，實驗組在 經過教學後，能以圖示、文圖並用、字形混和等三類方式進行編碼設計；而在對設計作品解碼方面，能比對照組達 到更高正確率，並呈現顯著差異。本研究結果提供對國小學童圖像視覺認知相關研究之參考，並期望對基礎設計教 育之教學實務有具體助益。

At the time of globalization, for conspicuous variation against it, the images of Chinese idioms are applied as design elements to highlight oriental aesthetics. However, design products all needed to be ap-preciated, without decoders' understanding, they lose value accordingly. Therefore, as for design education, educating appreciators is the key issue for cultural creativity rooting profoundly. This study intended to ascertain if pupils educated by encoding and decoding methods can have the abilities to encode and raise their decoding abilities. The results found, after educating, the experimental group could utilize graphics, graphic with character, and characters-combination to design; and comparing to control group, it achieved higher correct rate on decoding with significant difference. This research offered references for pupils' visual cognition, and expected to provide concrete benefits on basic design education.